How to create and develop writing centres

Challenges and experiences on collaboration and pedagogical development within three Norwegians writing centres in higher education

Authors

  • Ingrid Galtung University of Agder
  • Cathinka Dahl Hambro UiT The Arctic University of Norway
  • Solveig Kavli Western Norway University of Applied Sciences

DOI:

https://doi.org/10.7557/5.5404

Keywords:

academic writing, academic writing centers

Abstract

This roundtable addresses how three Norwegian writing centres – in different stages of their establishment and settled within different constitutional frames – handle staff policy and aims to facilitate academic writing to their main users; students and PhD candidates.

We will structure the discussion around four main themes that we juggle in our daily work: 

  1. Using strategic plans to promote academic writing development and student throughput
  2. Co-creating learning activities with and for MA students
  3. Keeping up with the Library and Faculty
  4. Strengthening and further developing academic writing in Higher Education

Attendees at the roundtable will be invited to discuss and participate in a dialogue on the way in which writing centres can improve the students’ and PhD candidates’ writing process; why we find teaching and preaching academic writing to be an important skill, and how we can co-create learning activities in libraries and writing centres with academic staff and students. We will also discuss the issue of legitimacy, and  what it takes to move writing centre activities from the periphery to the centre of the institution and its pedagogical mission. The audience will leave with ideas and inspirations on how to facilitate and build good writing centres in collaboration between staff, librarians and experienced students.

Published

2020-03-12

Issue

Section

Presentations